than $3,600, and students were paid a stipend for their fieldwork. The curriculum required that students spent three days in the field assisting at city schools and human service agencies and two full days in the College's classrooms at 201 Varick Street in Lower Manhattan. As a New York Times article pointed out at the time, the academic courses and the human service work were "coordinated." Students' work in the field was informed by their study of social theoreticians such as Erik Erikson, B.F. Skinner, and Marshall McLuhan; in turn students could bring their first-hand knowledge of practices in the field to their reading of social theory. Most faculty members had experience in education, social work, or community organizing and were responsible for classroom instruction and field guidance. By mid-1970 the college was suffering growing pains, and both faculty members and students were complaining about their workload. External rumblings from the student movement and the black power movement were echoed at College meetings and workshops. When an African-American member of the administration was fired for mismanagement of funds in August 1970, the College for Human Services became one of 450 campuses to go on strike that year. After nearly three weeks of picketing on the street in front of the building, a group of about 20 students and faculty members took over Audrey Cohen's office, demanding that she be replaced by a person of color. Cohen stayed calm during the episode, even when, according to a New York Times article reporting on the event, one student called her a "blue-eyed devil." At a meeting with the faculty and students the next day, the administration agreed to some of the protesters' demands, including their demands for more transparency in the administration's operations, and classes resumed. For the next two years, however, the inadequacies of the two-year program became more apparent. Cohen saw that with the increasing professionalization of the city's social service agencies, the College needed to become a fully accredited four-year institution. Again taking a bold and controversial step, Cohen proceeded with the support of her Board of Trustees to dismiss most of the faculty, close down all but the few classes that were needed by the second-year students to graduate, and set up a small task force to engage in a restructuring process that would last for nearly a year. The task force included graduates from Princeton and Harvard,